Bahasa Inggris kelas IX

 PELAJARAN BAHASA INGGRIS KELAS IX   

Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi Undang-undang
Penulis : Gunarso Susilohadi
Suharso
Dwi Anggani
Siti Wachidah
Sri Sumarni
Ilustrasi, Tata Letak : Direktorat Pembinaan SMP
Perancang Kulit : Direktorat Pembinaan SMP
Buku ini dikembangkan Direktorat Pembinaan SMP
Ukuran Buku : 21 x 30 cm
Diterbitkan oleh Pusat Perbukuan
Departemen Pendidikan Nasional
Tahun 2008
420.07
CON Contextual Teaching and Learning Bahasa Inggris: Sekolah Menengah
Pertama/Madrasah Tsanawiyah Kelas IX Edisi 4/Gunarso Susilohadi,
…[et. al.].--Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,
2008.
Viii, 148 hlm.: ilus.; 30 cm
Bibliografi: hlm. 141-142
Indeks.
ISBN
1. Bahasa Inggris-Studi dan Pengajaran I. Judul
II. Suharso III. Anggani, Dwi IV. Wachidah, Siti V. Sumarni, Sri

KATA SAMBUTAN

   Salah satu upaya untuk melengkapi sumber belajar yang relevan dan bermakna guna meningkatkan mutu pendidikan di Sekolah Menengah Pertama (SMP), Direktorat Pembinaan SMP mengembangkan buku pelajaran Bahasa Inggris untuk siswa kelas VII, kelas VIII, dan kelas IX. Buku pelajaran ini disusun berdasarkan Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2006 Tentang Standar Isi, No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan, dan berdasarkan kriteria buku pelajaran yang dikembangkan oleh Badan Standar Nasional Pendidikan. Buku pelajaran ini merupakan penyempurnaan dari bahan ajar kontekstual yang telah dikembangkan Direktorat Pembinaan SMP dalam kaitannya dengan kegiatan proyek peningkatan mutu SMP. Bahan ajar tersebut telah diujicobakan ke sejumlah SMP di provinsi Kalimantan Selatan, Kalimantan Timur, Sulawesi Tengah, Sulawesi Tenggara, Sulawesi Utara, dan Gorontalo sejak tahun 2001. Penyempurnaan bahan ajar menjadi buku pelajaran yang bernuansa pendekatan kontekstual dilakukan oleh para
pakar dari beberapa perguruan tinggi, guru, dan instruktur yang berpengalaman di bidangnya. Validasi oleh para pakar dan praktisi serta uji coba empiris ke siswa SMP telah dilakukan guna meningkatkan kesesuaian dan keterbacaan buku pelajaran ini.
   Buku pelajaran Bahasa Inggris ini telah dinilai oleh Badan Standar Nasional Pendidikan, dan dinyatakan memenuhi syarat untuk digunakan sebagai buku pelajaran di SMP. Sekolah diharapkan dapat menggunakan buku pelajaran ini dengan sebaik-baiknya sehingga dapat meningkatkan efektivitas dan kebermaknaan pembelajaran. Pada akhirnya, para siswa
diharapkan dapat menguasai semua Standar Kompetensi dan Kompetensi Dasar secara lebih mendalam, luas serta bermakna, kemudian dapat mengaplikasikannya dalam kehidupan sehari-hari. Saran perbaikan untuk penyempurnaan buku pelajaran ini sangat diharapkan. Terimakasih setulus-tulusnya disampaikan kepada para penulis
yang telah berkontribusi dalam penyusunan buku pelajaran ini, baik pada saat awal pengembangan bahan ajar, ujicoba terbatas, maupun penyempurnaan sehingga dapat tersusunnya buku pelajaran ini. Terimakasih dan penghargaan juga disampaikan kepada semua pihak yang telah membantu terwujudnya penerbitan buku pelajaran ini.
                                                                                                                                                         Jakarta, Juli 2008
                                                                                                                                                    Direktur Pembinaan SMP

Pendahuluan

   Bahan Pembelajaran Kontekstual Mata Pelajaran Bahasa Inggris (Buku Siswa Kelas IX) ini disusun berdasarkan Standar Isi (SI) Bahasa Inggris 2006 untuk membantu pengembangan kompetensi komunikatif siswa SMP/MTs Kelas IX. Kompetensi komunikatif tersebut diwujudkan lewat penguasaan empat keterampilan berbahasa (listening, speaking, reading dan writing) yang dikembangkan secara integratif. Integrasi tersebut diimplementasikan dalam bentukpengembangan unit berdasarkan jenis teks, yaitu transactional, interpersonal, Short functional texts dan genres.

Buku ini terdiri atas 8 unit dengan rincian seperti berikut:

Unit 1: Are sure about …?

Unit 2: How do you do it?

Unit 3: What a pity!

Unit 4: What are they?

Unit 5: Really?

Unit 6: What is it like?

Unit 7: Could you …?

Unit 8: Long, long time ago, there was …

   Unit-unit ganjil mewadahi transactional, interpersonal, dan short functional texts, sedangkan unit-unit genap menyajikan genres seperti yang diamanatkan oleh Standar Isi Kelas IX. Setiap unit terbagi menjadi dua section. Untuk unit-unit ganjil, Section One memuat transactional dan interpersonal texts, sedangkan Section Two memuat short functional texts. Untuk unit-unit genap, Section One terdiri atas Spoken Genre, dan Section Two berbentuk Written Genre. Fokus dari Section One adalah melatih siswa untuk menggunakan Bahasa Inggris secara Lisan, sedangkan fokus dari Section Two adalah melatih siswa untuk menggunakan Bahasa Inggris secara tulis. Selanjutnya, masing-masing section disajikan dengan urutan presentation, practice, dan production.

   Dalam penyajian setiap unit di kelas, guru diharapkan untuk berkreasi mengembangkan materi yang ada. Dalam tahapan presentation, guru masih memegang kontrol atas kegiatan pembelajaran. Untuk tahapan practice guru sudah mengurangi perannya, sedangkan siswa diharapkan sudah mulai terlibat dalam kegiatan komunikatif. Untuk tahapan production,

guru sudah mulai memberikan kebebasan kepada siswa untuk menggunakan bahasa yang sedang dipelajari dalam unit tersebut. Pada tahapan ini diharapkan setiap siswa mendapatkan kesempatan untuk berpraktik menggunakan bahasa.

Pada bagian penyudah setiap unit disajikan summary, evaluation, dan reflection. Vocabulary List diharapkan dapat membantu mengembangkan kosakata siswa secara bertahap. Di samping itu, pada akhir buku diberikan glossary untuk menjelaskan beberapa konsep yang dianggap penting dalam buku Kelas IX ini. Akhirnya kami berharap agar bahan ajar ini dapat digunakan dalam membantu siswa untuk mulai mengembangkan kemampuan berkomunikasi dalam Bahasa Inggris baik secara lisan maupun tertulis.

                                                                                                                                                                          Tim Penyusun

Daftar Isi

Kata Pengantar iii
Pendahuluan iv
Daftar Isi vi
Unit 1: Are you sure about ...? 1
Unit 2: How do you do it? 23
Unit 3: What a pity! 41
Unit 4: What are they? 55
Unit 5: Really? 71
Unit 6: What is it like? 89
Unit 7: Could you ...? 107
Unit 8: Long, long time ago, there was ... 121
References 141
Glossary 143
Index 145
Listening Transcripts 146

Unit I

Are You Sure About...?

In this unit, you will learn how to:

• understand short and simple transactional and interpersonal texts involving asking for 

and showing certainty; expressing and responding to doubt; asking for repetition; showing

concern; showing surprise or wonder.

• understand short functional texts in the form of advertisements.

• write short and simple functional texts in the form of adverticements

Unit II

How Do You Do It?

In this unit, you will learn how to:

• understand short and simple procedures in the form of monologues and dialogues

• read short and simple procedures

• write short and simple procedures

Unit III

What A Pity!

In this unit, you will learn how to:
• understand short and simple transactional and interpersonal texts. involving giving and
responding to bad news
• understand short and short functional texts in the form of personal letters
• read aloud short and simple personal letters responding to bad news
• write short an simple personal letters responding to bad news

Unit IV

What Are They?

In this unit, you will learn how to:

• understand short and simple reports in the form of monologues

• read aloud short and simple written reports

• read short and simple written reports

• write short and simple reports

Unit V

Really?

In this unit, you will learn how to:
• express happiness to receive good news
• express politeness in showing opinions
• read different kinds of texts, namely leaflets, personal letters, and advertisements, and
• write different kinds of texts.

Unit VI

What is it Like?

In this unit, you will learn how to:
• express happiness to receive good news
• express politeness in showing opinions
• read different kinds of texts, namely leaflets, personal letters, and advertisements, and
• write different kinds of texts.

Unit VII

Could You...?

In this unit, you will learn how to:
• respond to simple and short transactional and interpersonal dialogues involving politeness
• express politeness in simple and short transactional and interpersonal dialogues
• understand short functional texts
• write short functional texts

Unit VIII

Long, Long Time Ago, There was...

In this unit, you will learn how to:

• understand short and simple narratives in the form of monologues

• read aloud short and simple written narratives

• understand short and simple written narratives

• write short and simple narratives

References

Hagen, Stacy A. 2000. Journeys: Writing 1. Singapore: Pearson Education Asia Pte Ltd.

Hendrick, Judith Carl and Marilyn Smith Butler. 1992. Interaction Activities in ESL. Ann

Arbor: Michigan University Press. Hornby, A.S. 2002. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press. Jurianz, Clyde, Karen Johnson, and Michele McCoville. 2001. Getting Started with English.

Carlton, VIC: Curriculum Corporation. Kern, Richard. 2000. Literacy and Language Teaching. Cambridge: Cambridge University Press.

Literary and Education Research Network. 1991. A Genre-Based Approach to Teaching Writing

in Years 3-6; Book 1: An Introduction Genre-Based Writing. New South Wales: Common Ground.

Lucantoni, Peter, Marian Cox and Bob Glover. 2002. IGCSE: English as a Second Language.

Cambridge: Cambridge University Press. Madya, Suwarsih and Djunaedi. 2001. English 2: For the Second Year Junior Secondary School. Jakarta: PT. Bumi Aksara. Molinsky, Steven J. and Bill Bliss. 2001. Side by Side: Book 1 (Third Edition). Longman: Addison Wesley Longman, Inc.

Molinsky, Steven J. and Bill Bliss. 2002. Side by Side: Book 2 (Third Edition). Longman: Addison

Wesley Longman, Inc. Molinsky, Steven J. and Bill Bliss. 2002. Side by Side: Book 3 (Third Edition). Longman: Addison Wesley Longman, Inc.

Molinsky, Steven J. and Bill Bliss. 2002. Side by Side: Book 4 (Third Edition). Longman:

Addison Wesley Longman, Inc.

Mukarto, et al. 2004. English on Sky: SMP Book 1. Jakarta: Penerbit Erlangga.

Newsome, Julia and Jane Rollason. 2001. Quiz Time 1. London: Pearson Education Limited.

Newsome, Julia and Jane Rollason. 2001. Quiz Time 3. London: Pearson Education Limited.

Newsome, Julia and Jane Rollason. 2001. Quiz Time 4. London: Pearson Education Limited.

Novitasari, Eli, et al. 2007. New Let’s Talk: Grade VII. Bandung: Pakar Raya

142

Pavlik, Cheryl. 2004. Grammar Sense 2. Oxford: Oxford University Press.

Richards, Jack C. et al. 2003. New Interchange: English for International Communication: Student’s

Book 1. New York: The Press Syndicate of The University of Cambridge.

Richards, Jack C. et. al. 2003. New Interchange: English for International Communication: Student’s

Book 2. New York: The Press Syndicate of The University of Cambridge.

Saslow, Joan. 2003. Ready to Go: Language Lifeskills, Civic 2. White Plain, New York: Pearson

Education.

Sauber-Sellen, Joanne. 1997. Journeys: Grammar 1. Singapore: Simon & Schuster (Asia) Pte

Ltd.

Sauber-Sellen, Joanne. 1998. Journeys: Grammar 2. Singapore: Prentice Hall.

Silver, Rita. 2001. Journeys: Writing 3. Hongkong: Pearson Education North Asia Limited.

Tillett, Bruce and M.N. Bruder. 1985. Speaking Naturally. Cambridge: Cambridge University

Press.

Wactyn-Jones, Peter. 2001. Vocabulary 1: Games and Activities (New Edition). London: Pearson

Education Limited.

Watcyn-Jones, Peter & Jake Allsop. 2001. Test Your Prepositions. London: Pearson Education

Limited.

Zwier, Lawrence J. 1999. English for Everyday Activities: A picture process dictionary. Hongkong:

Asia Pacific Press Holding Ltd.

Glossary

adverb clause : a group of words consisting of a subject and a finite form of a verb,

which is a part of a sentence and has an adverbial function.

Adverbial clauses can be adverb causes of time, reason, result, etc.

advertisement : a text which tries to persuade people to buy a product or service

complication : a part of a narrative that tells the crisis that arises. In telling the

crisis, it starts by telling when the problem begins to occur.

Then, it increases. And finally, it reaches the climax.

dialogue : a conversation, a communicative event involving two or more

people

filler : an expression in speaking to show hesitation

interpersonal dialogue : a conversation that is intended to establish relationship between or

among people

main clause : a group of words consisting of a subject and a finite form of a verb,

which can stand by itself as a sentence

monologue : a speech by one person

narrative : a text of which the purpose is to entertain, to gain and hold a

readers’ interest. However narratives can also be written to teach

or inform, to change attitudes/ocial opinions eg soap operas and

television dramas that are used to raise topical issues. Narratives

sequence people/characters in time and place but differ from

recounts in at through the sequencing, the stories set up one or

more problems, which must eventually find a way to be resolved.

There are many types of narrative. They can be imaginary,

factual or a combination of both. They may include fairy stories,

mysteries, science fiction, romances, horror stories, adventure

stories, fables, myths and legends, historical narratives, ballads,

slice of life, personal experience.

orientation : a part of a narrative text that sets the scene and introduces the

characters and what happened to them.

polite expression : an expression to show politeness

procedure : a text of the purpose is is to tell the reader how to do or make

something. The information is presented in a logical sequence

of events which is broken up into small sequenced steps. These

texts are usually written in the present tense. The most common

example of a procedural text is a recipe. There are different

procedural texts for different purposes: Texts that explain how

144

something works or how to use instruction /operation manuals

eg how to use the video, the computer, the tape recorder, the

photocopier, the fax; Texts that instruct how to do a particular

activity eg recipes, rules for games, science experiments, road

safety rules; Texts that deal with human behaviour eg how to live

happily, how to succeed.

report : a text that classifies or describes something in general. Reports

begin with a general statement which introduces the topic. In the

description, facts (parts, qualities, habits and behaviours of the

subject) may be described.

resolution : a part that tells the crisis that is resolved for better or worse

transactional dialogue : a conversation that is intended to get things done